Kaszuba, A. Masson, M., Arnott, S., Grant, R., & Friesen, B. (forthcoming). Negotiating policies and standards: a case study into discourses of accountability in Canadian Teacher Education. In J. Mena, R. Kane & C. J. Craig (Eds.), Inclusive trajectories and practices: ethical ideals tested by evidence (pp. XX-XX). Brill Sense.

Masson, M . & Burchell, D. (submitted). Validating an assessment tool to measure second language teacher preparation in language proficiency, intercultural competence, pedagogical knowledge and skill, and collaborative professionalism. 

Masson, M., Kunnas, M., Boreland, T., & Prasad, G. (2022). Developing an anti-racist anti-bias stance: addressing colonial patterns of thought and practices in second language teacher education programs. Canadian Modern Language Review, 78(4), 385-414. https://doi.org/10.3138/cmlr.2021-0100


Arnott, S., Prasad, G., Masson, M., & Kunnas, M. (2023, July 21). Fostering an integrative plurilingual stance when teaching official majority and minority languages : A case of Canadian L2 teacher candidates. Association internationale de la linguistique appliquée (AILA), Lyon.

Masson, M., Kunnas, M., Boreland, T., & Prasad, G. (2023, May, 28). Developing an anti-biased, anti-racist strance in second language teacher education programs. A symposium organized by Jeff Bale and Eve Haque. Race, migration and colonialism in language teaching and learning. Canadian Association of Applied Linguistics, Toronto.

Prasad, G., Arnott, S., Boreland, T., Friesen, B., Grant, R., Kaszuba, A., & Kunnas, M. (2023, May, 6) Needs-based innovation in language teacher education: A snapshot of six Canadian pilot interventions. Canadian Centre for Studies and Research on Bilingualism and Language Planning (CCERBAL), Ottawa.

Kaszuba, A., Masson, M., Grant, R., Arnott, S. & Friesen, B. (2022, October 6). Supporting collaboration in language teacher education: Professional learning initiatives in a French as a second language context. International Study Association on Teachers and Teaching (ISATT), Bordeaux, France.

Arnott, S., Masson, M., & Prasad, G. (2021, June 1). Améliorer le recrutement et la rétention des futurs enseignants de FLS dès leur entrée dans le programme de formation. Communication présentée à la conférence annuelle de l’Association canadienne pour la formation des enseignants (ACFE), présentation virtuelle.

Boreland, T., Kunnas, M., Masson, M., & Prasad, G. (2022, April 22). Decolonizing FSL: Current practices and needs identified in two Canadian Teacher Education programs. Communication présentée à la conférence annuelle de l’American Education and Research Association (AERA), San Diego, présentation virtuelle.

Arnott, S., Masson, M., Kaszuba, A., Prasad, G., Boreland, T., & Azan, A. (2022, March 19). Demystifying the entry profile of L2 teacher candidates and predictors of confidence: A Canadian perspective. Communication présentée à la conférence annuelle de l’American Association of Applied Linguistics (AAAL), Pittsburg, USA.

Arnott, S., Prasad. G., Kaszuba, A., Kunnas, M., Boreland, T., Grant, R., & Burchell, D. (2023, March 25). Innovating FSL teacher preparation : Perspectives from two Ontario Faculties of Education. Languages Without Borders, Toronto.

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